Supporting Students with Autism in the Conduct Process: Understanding, Compassion, Success Lee Burdette Williams, College Autism Network Association of Student Conduct Administrators Annual Conference February 4, 2017 College Autism Network
Learning Outcomes Participants will: • Be introduced to some background on ASD/Asperger’s • Explore how common ASD traits are manifested on campus, especially those relevant to the conduct process • Learn some helpful strategies and hear about some useful resources College Autism Network
A question to frame this discussion One common trait of people with ASD/Asperger Syndrome is that they tend to be rule followers . Why, then, do they end up in the student conduct office? College Autism Network
Learning Outcomes Participants will: • Be introduced to some background on ASD/Asperger’s College Autism Network
The Autism Spectrum College Autism Network
The Autism Spectrum High-Functioning Autism College Autism Network
The Autism Spectrum High-Functioning Autism “Asperger Syndrome” College Autism Network
Students with Autism Coming to College • Estimates range from 16,000 to 100,000 (depending on “diagnosis”) • Around one-third of these students graduate • College support ranges from none to comprehensive programs College Autism Network
Understanding Autism • A hard-wired, brain-based difference College Autism Network
Autism is brain-based and hard-wired College Autism Network
Understanding Autism • A hard-wired, brain-based difference • Not a disease or disorder to be “cured” but differences to be understood and supported • “1 in 68” says the CDC • Great potential for learning and growth • No two students are the same College Autism Network
Diagnosis of ASD/Asperger Syndrome • The DSM IV and V: • Impairments in social interaction • Impairments in communication • Repetitive behaviors and/or or overly-intense interest in topics • Sensory sensitivities College Autism Network
Drilling down into the characteristics • Impairments in social interaction: • Difficulty reading social cues, the unwritten “rules of engagement” • Challenges with social context • Less concerned about social perceptions • Rule-governed and routine-driven • Impairments in communication: • Odd prosody • Obsessive interests and extensive talking • Literal; challenged by sarcasm • Sensory sensitivity (noise, bright lights, tastes, smells, physical contact) College Autism Network
Basically… Autism is characterized by a set of adaptive responses to the way the brain perceives the world. College Autism Network
College Autism Network
Don’s List 1. Finger-flicking 6. Hyperfocus on a subject 2. Change in routine is 7. Likes to wear the same hard thing 3. Very particular about 8. Doesn’t always get food sarcasm 4. Smells can cause 9. Doesn’t tolerate crowds anxiety, nervousness well 5. Noises, too 10.Talks really fast College Autism Network
Don’s List 1. Finger-flicking 6. Hyperfocus on a subject 2. Change in routine is 7. Likes to wear the same hard thing 3. Very particular about 8. Doesn’t always get food sarcasm 4. Smells can cause 9. Doesn’t tolerate crowds anxiety, nervousness well 5. Noises, too 10.Talks really fast College Autism Network
Perspective and proportion • Students with autism often have difficulty distinguishing between trivial, or less important, information and significant, “big picture” things. • When faced with something that doesn’t “fit,” or causes some distress, a student with autism may react in a way that seems disproportionate to the circumstances. College Autism Network
Are these “traits” a problem? Only if they impede a student’s efforts to achieve one of their goals. College Autism Network
Learning Outcomes Participants will: • Be introduced to some background on ASD/Asperger’s • Explore how common ASD traits are manifested on campus, especially those relevant to the conduct process College Autism Network
What does this look like in the classroom? • Communication can seem odd or different: • Talks too much, goes on and on about a topic • Struggles with abstract concepts and different perspectives • Can be challenged by assignments: • Seeks very specific instructions, is challenged by vague or flexible tasks • Work may not be turned in on time, or at all • Generalizing skills and concepts is difficult • The social aspect of class may be stressful or difficult to manage • Working in small groups • Presenting in front of class • Critiquing others’ work, or being critiqued College Autism Network
What does this look like outside of class? • Residential living challenges • Sensory sensitivities • Social cues and unspoken rules of social life • Roommate challenges/floor and hall interactions can be difficult • Student activities • Seeks social interactions through organizations and activities, but communication and social differences cause conflicts College Autism Network
And… • Student conduct matters: • Stalking/harassment • Disruptions of meetings, classes • “Bizarre” behavior • “Unreasonable” demands College Autism Network
Key traits in conduct situations • Rigid thinking • Difficulty reading social cues • Awkward interactive style (overtalking, odd prosody) College Autism Network
Often heard: • “S/he/they just doesn’t ‘get it.’” • “S/he/they can’t get out of their own way.” • “S/he/they can’t see the big picture.” • “How did s/he/they not know that would happen?” College Autism Network
What does this look like on campus? College Autism Network
Depression and anxiety rates in ASD/AS population are extremely high — perhaps twice what the non-ASD population experiences College Autism Network
Learning Outcomes Participants will: • Be introduced to some background on ASD/Asperger’s • Explore how common ASD traits are manifested on campus, especially those relevant to the conduct process • Learn some helpful strategies and hear about some useful resources College Autism Network
Three sources of reassurance for ASD students Rules: Rather than respond to a fluid environment, people with autism often rely on “rules” to structure their activities, so… • Provide “rules” for a situation, e.g. “When you eat in a dining hall, you have to wait your turn to get your food.” Routine: Predictability and stability are important; interruptions to routine can cause stress, so… • Support a student’s routine, rather than encourage them to “be flexible.” Prediction: Surprises are stress- inducing, so… • “We are going to have a guest speaker tomorrow who will show a short video and then discuss it, and you will have an opportunity to ask questions ” College Autism Network
Working together: • Begin with understanding the rationale behind the behavior: • “What is the most important thing for me to know about you?” • “Can you tell me what you were hoping would happen when you _____?” • “What were you feeling when you ___?” • “Tell me what you are most proud of in your experience at ___ College.” College Autism Network
Working together: • Anticipate rigid thinking…but don’t dismiss it or counter it with your own. • Anticipate “fight or flight” stress in the conversation; know there may be a low tolerance for this kind of interaction. College Autism Network
From Aspergers 101 (Facebook group) College Autism Network
From Aspergers 101: College Autism Network
Working together • Be direct! Don’t sugarcoat or soften the message. • Provide “rules of engagement” and PRACTICE! • Be patient in conversation and in effort (remember: transitions take longer). • Don’t dismiss environmental -based requests (to accommodate sensory issues). • Write down instructions! College Autism Network
Working together: • Policies must include VERY detailed definitions. E.g., “unwanted attention” is unclear. • Train staff, faculty and student leaders • Suggest to both ASD students and the staff who work with them: • TRY DIFFERENTLY, NOT HARDER! College Autism Network
College Autism Network
Working together: • Train staff, faculty and student leaders • Suggest to both ASD students and the staff who work with them: • TRY DIFFERENTLY, NOT HARDER! • Normalize, don’t problematize College Autism Network
It’s not just about “accommodations” Accommodations + Understanding + Compassion Success College Autism Network
Useful resources • College Autism Network website: collegeautismnetwork.org • RA Training Module • Videos found by Googling “Autism” and “Asperger” • Aspergers101.com (like them on Facebook) College Autism Network
Aspergers 101 College Autism Network
Useful resources • College Autism Network website: collegeautismnetwork.org • RA Training Module • Videos found by Googling “Autism” and “Asperger” • Aspergers101.com (like them on Facebook) • NASPA preconference and general sessions College Autism Network
More time to read? Some good books: College Autism Network
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